(38) FACTORS AFFECTING COMPUTER-ASSISTED LANGUAGE LEARNING IN SAUDI ARABIA CLASSROOMS

摘要

Computer-assisted language learning (CALL) technology and pedagogy have gained recognitionglobally for their success in supporting second language acquisition (SLA). In Saudi Arabia thegovernment aims to provide most educational institutions with computers and networking forintegrating CALL into classrooms. However, the recognition of CALL's efficacy does not translate intoeasy acceptance and integration in English as a Second Language or English as a Foreign Language(ESL/EFL) classrooms in Saudi schools particularly where teaching of both English language, andinformation and communication technologies (ICT) is subject to religious and cultural constraints.There are ranges of other barriers that impede native Arabic speakers from learning English.Accordingly, the research question addressed in this paper is an exploration of the overt and covertfactors that affect CALL use and integration in Saudi Arabian secondary schools. A case studyapproach using mixed methods was employed to interview and observe a sample of teachers andschool inspectors in urban and rural secondary schools. Results were supplemented with an onlinequestionnaire and analysed using both descriptive statistics and thematic analysis.Previous research has identified the objective of CALL as 'normalisation' or complete integration ofcomputers into everyday classroom life where they are used routinely by language students andteachers in the same manner as other learning tools. This concept is used as a standard by which toidentify the material and non-material factors that impede SLA along with the technologicalpedagogical content knowledge (TPACK) model and the technology acceptance model (TAM)(Alsofyani, bin Aris, Eynon, & Abdul Majid 2012) created to improve and understand the use oftechnology acceptance in classrooms. Ostensibly, the fact that young learners are already familiarwith blogging, online chatting and gaming, iPods, smartphones and instant messaging shouldenhance the efficacy and ease of introducing digital technologies into the classroom. Yet despiteteachers and students having access to a variety of ICT in a personal capacity, the analysis of resultssuggests that they are unable to integrate CALL effectively because of both overt and materialconstraints to do with access, training and resources on the one hand, and less tangible cultural andreligious reasons that affect motivation and attitudes on the other. Urban and rural schools experiencethese factors differently. While constraints are not directly linked to lack of funding, or interest at thepolicy level, where the Ministry of Education has an express commitment to improve English languageteaching, the results suggest some ambivalence about policy implementation.